few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Construct and compare linear and exponential models and solve problems.

Interpret functions that arise in applications in terms of the context.

Analyze functions using different representations.

Prove and apply trigonometric identities.

Use functions to model relationships between quantities.

Build new functions from existing functions.

Build a function that models a relationship between two quantities.

Define, evaluate, and compare functions.

Interpret expressions for functions in terms of the situation they model.

Model periodic phenomena with trigonometric functions.

Extend the domain of trigonometric functions using the unit circle.

Understand the concept of a function and use function notation.
problem_activity: Optional activity
In the previous activity, students drew a line that best fit the latitude-temperature data and found the equation of this line. The line is a mathematical model of the situation. In this lesson, they use their model to make predictions about temperatures in cities that were not included in the original data set. In the next activity, they also interpret the slope of the line and the intercepts in the context of this situation. This leads to a discussion of the limitations of the mathematical model they developed.
Launch
Students in same groups of 3–4. If available, tell the students the latitude and average high temperature in September in their city.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, present one question at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Student Facing
In the previous activity, you found the equation of a line to represent the association between latitude and temperature. This is a
mathematical model
.
Use your model to predict the average high temperature in September at the following cities that were not included in the original data set:
Detroit (Lat: 42.14)
Albuquerque (Lat: 35.2)
Nome (Lat: 64.5)
Your own city (if available)
Draw points that represent the predicted temperatures for each city on the scatter plot.
The actual average high temperature in September in these cities were:
Detroit:
\(74^\circ\text{F}\)
Albuquerque:
\(82^\circ\text{F}\)
Nome:
\(49^\circ\text{F}\)
Your own city (if available):
How well does your model predict the temperature? Compare the predicted and actual temperatures.
If you added the actual temperatures for these four cities to the scatter plot, would you move your line?
Are there any outliers in the data? What might be the explanation?
Student Response
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Activity Synthesis
Invite some groups to share their results and compare predictions for the different cities. Ask if students think that the line is a good mathematical model to predict the temperature in a location if you know the latitude.
Representing, Speaking, Listening: MLR2 Collect and Display.
Use this routine to collect verbal and written ideas about students’ mathematical models and the limitations of them that they see. During the synthesis discussion, chart key ideas that students share out about the slope, intercept, and differences in their predictions. Remind students that we call this a “mathematical model” (i.e., the line they drew). It is one way to look at data. Ask students, “What are the limitations of this model in making predictions?” Add their language to your chart. Reference this chart in the following lesson and make revisions as needed with student input.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 4